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When transnational curriculum policy reaches classrooms - teaching as directed exploration
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.ORCID iD: 0000-0001-5554-6041
2018 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 50, no 5, p. 654-668Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to explore how education policy that is both enabled and constrained by transnational policy flows and national policy built up by social, cultural and historical traditions are enacted through curriculum at the classroom level. The focus is on how policy rationality embedded in the structure and content of curriculum is transformed into certain rationalities in classroom teaching. By understanding lessons as curriculum events', the study reveals a dominant classroom discourse of recitation and similar triadic communication patterns, which is in accordance with other classroom studies. However, in the article it is argued that the version of teaching that emerges in this study, interpreted in a broader context of an international standards movement, can be understood in terms of directed exploration based on the teacher's role as an explorer of what the students know, think and understand in relation to the acquisition of knowledge prescribed in the curriculum's knowledge requirements. Even though the form of recitation is well known, the reason for choosing this teaching repertoire is somewhat new and can be related to the teacher authoring a basic oral text in accordance with assessment standards.

Place, publisher, year, edition, pages
Taylor & Francis, 2018. Vol. 50, no 5, p. 654-668
Keywords [en]
Transnational policy, recontextualization, comparative classroom study, classroom discourse, social science
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-77899DOI: 10.1080/00220272.2018.1502811ISI: 000443893300006Scopus ID: 2-s2.0-85052882211OAI: oai:DiVA.org:lnu-77899DiVA, id: diva2:1249740
Available from: 2018-09-20 Created: 2018-09-20 Last updated: 2019-08-29Bibliographically approved

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